Russel Fouts on sun 23 jul 06
Somebody told me that in order to make sure that a student has got
the idea, you have to tell it to them 3 times, 3 different ways. He
called it the "Rule of Three of Teaching".
Russel
At 23:13 23/07/2006, you wrote:
>Russel, I saw your post on clayart and was wondering about the
>reference to 2/3's of the 3 rules of teaching What 3 rules are you
>referring to?
>
>Cindy Gatto & Mark Petrin
>The Mudpit
>228 Manhattan Ave
>Brooklyn, NY 11206
>718-218-9424
>www.mudpitnyc.com
>mudpitnyc@aol.com
Russel Fouts
Mes Potes & Mes Pots
Brussels, Belgium
Tel: +32 2 223 02 75
Mobile: +32 476 55 38 75
Http://www.mypots.com
Home of "The Potters Portal"
Over 3000 Pottery Related Links!
Updated frequently
"The enumeration in the Constitution of certain rights
shall not be construed to deny or disparage others
retained by the people"
9th Amendment to the Constitution of the United States of America
Nancy Braches on sun 23 jul 06
Russel
I think that is so true! When I first started potting one of my instructors said that and then she looked at me and said, we just have to wait for you to be ready to hear what I'm saying. Some students want to do it their way (even though I hadn't a clue how to do it) and then one time you say it to them and a light goes on...
Nancy
Hilltop Pottery
Russel Fouts wrote: Somebody told me that in order to make sure that a student has got
the idea, you have to tell it to them 3 times, 3 different ways. He
called it the "Rule of Three of Teaching".
Russel
At 23:13 23/07/2006, you wrote:
>Russel, I saw your post on clayart and was wondering about the
>reference to 2/3's of the 3 rules of teaching What 3 rules are you
>referring to?
>
>Cindy Gatto & Mark Petrin
>The Mudpit
>228 Manhattan Ave
>Brooklyn, NY 11206
>718-218-9424
>www.mudpitnyc.com
>mudpitnyc@aol.com
Russel Fouts
Mes Potes & Mes Pots
Brussels, Belgium
Tel: +32 2 223 02 75
Mobile: +32 476 55 38 75
Http://www.mypots.com
Home of "The Potters Portal"
Over 3000 Pottery Related Links!
Updated frequently
"The enumeration in the Constitution of certain rights
shall not be construed to deny or disparage others
retained by the people"
9th Amendment to the Constitution of the United States of America
______________________________________________________________________________
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Jeanette Harris on sun 23 jul 06
Interesting to consider.......3 ways to teach.
I know of an old rule of drawing and painting: See, Observe, Remember
On the surface, that seems quite simple.
See? Sure, everyone sees, but do they really see?
Observe? Goes a bit deeper than just identifying; more like knowing
all the ins and outs of something. Like knowing what the back of
something would look like.
Remember? Sometimes not so easy because this gets into technique and
application of the first two in order to produce results repeatedly.
How many of you can accurately recall a color in your mind?
(Remember standing in the paint store looking at all those samples
trying to remember what color you wanted for a room?) It's like
trying to remember the exact pitch of a song.
Takes practice. A lot of practice.
One of the first questions I used to ask my art students was: How
many of you can picture a cube in your mind? Can you see the top and
two sides? Now can you tumble that cube in your mind? The kids who
kept nodding their heads were the ones that had visual memory. It was
an easy way to sort out the ones who needed more work. I would
imagine that today with all the experience kids have with video
games, it is easier for them to visualize.
--
Jeanette Harris
Clay Engineer
Poulsbo WA
Donald G. Goldsobel on mon 24 jul 06
The ancient military instruction "Rule of Three" is: 1. Tell them what you
are going to tell them; 2. Tell them; 3. Tell them what you told them.
I imagine the same is true of any basic instruction technique. Get the mind
primed-put it in- and seal it in.
D
theresa gilliam on mon 24 jul 06
this thread is of interest to me as it taps into something I studied
extensively in grad school....something called the Theory of Sensory
Integration. I think we're talking/ writing/ reading/thinking about
how processing sensory information, reacting to it, acting on it, and
learning from it are all different for each individual. For example,
If you can see it, say it, feel it, write it, hear it, taste it,
smell it...etc...you can make sense of it and create a response in
the best way for your particular learning style. Different people
take in, process, and respond to information based on their strongest
sensory channels....olfactory, visual, auditory, tactile...etc.... ;-)
our bodies are pretty amazing, huh? ;-)
Theresa Gilliam
Chapel Hill, NC
On Jul 23, 2006, at 8:39 PM, Nancy Braches wrote:
> Russel
>
> I think that is so true! When I first started potting one of my
> instructors said that and then she looked at me and said, we just
> have to wait for you to be ready to hear what I'm saying. Some
> students want to do it their way (even though I hadn't a clue how
> to do it) and then one time you say it to them and a light goes on...
>
> Nancy
> Hilltop Pottery
>
> Russel Fouts wrote: Somebody told me that
> in order to make sure that a student has got
> the idea, you have to tell it to them 3 times, 3 different ways. He
> called it the "Rule of Three of Teaching".
>
> Russel
>
> At 23:13 23/07/2006, you wrote:
>> Russel, I saw your post on clayart and was wondering about the
>> reference to 2/3's of the 3 rules of teaching What 3 rules are you
>> referring to?
>>
>> Cindy Gatto & Mark Petrin
>> The Mudpit
>> 228 Manhattan Ave
>> Brooklyn, NY 11206
>> 718-218-9424
>> www.mudpitnyc.com
>> mudpitnyc@aol.com
>
>
> Russel Fouts
> Mes Potes & Mes Pots
> Brussels, Belgium
> Tel: +32 2 223 02 75
> Mobile: +32 476 55 38 75
>
> Http://www.mypots.com
> Home of "The Potters Portal"
> Over 3000 Pottery Related Links!
> Updated frequently
>
> "The enumeration in the Constitution of certain rights
> shall not be construed to deny or disparage others
> retained by the people"
>
> 9th Amendment to the Constitution of the United States of America
>
> ______________________________________________________________________
> ________
> Send postings to clayart@lsv.ceramics.org
>
> You may look at the archives for the list or change your subscription
> settings from http://www.ceramics.org/clayart/
>
> Moderator of the list is Mel Jacobson who may be reached at
> melpots@pclink.com.
>
>
>
> ---------------------------------
> Yahoo! Music Unlimited - Access over 1 million songs.Try it free.
>
> ______________________________________________________________________
> ________
> Send postings to clayart@lsv.ceramics.org
>
> You may look at the archives for the list or change your subscription
> settings from http://www.ceramics.org/clayart/
>
> Moderator of the list is Mel Jacobson who may be reached at
> melpots@pclink.com.
Ivor and Olive Lewis on tue 25 jul 06
Dear Theresa Gilliam,=20
Your hypothesis about the nature of learning and preferential sensory =
imput is an interesting one, but one that raises some concerns.
If you include all sensory modes, how is efficiency of learning to =
achieve mastery ensured when the nature of the subject has a high degree =
of abstraction or is represented in symbolic form,as in mathematics or =
visual arts. Are those who tend to use non visual, non aural modes of =
reception excluded from enlightenment ?
There is a Colonial British version of "the rule of three".
"If the natives don't understand when you speak to them, shout at them. =
If they still do not understand, shout louder ! ! .
Best regards,
Ivor Lewis.
Redhill,
South Australia.
W J Seidl on wed 26 jul 06
One of my earliest "teachers", a neighbor, never used the rule of three =
when
teaching. Her methods were much more memorable.
Came a time when a handyman worked for her, doing little jobs around=20
her place, after her husband had passed. Poor guy had the mind of a =
sieve,
couldn't remember much. Alcohol may have been involved, but I digress.
Sitting in her kitchen one day, I heard her tell him "Now remember John, =
you
told me you were going to ...". Of course, as soon as he was out of
earshot, he forgot.
The next week, as we were again sitting in her kitchen, she reminded the
handyman that "you were supposed to do such and such, and it's still not
done....". She knew he was bound to forget, so as he turned to leave =
she
kicked him in the butt with her size 7's (hard) and said "Now, don't
forget!"
He never did forget anything after that. Never needed reminding.
Funny how the mind works...I never forgot that either.
LOL,
Wayne
Dan Dermer on wed 26 jul 06
Dear Ivor,
Even when teaching very abstract concepts, a really good, creative
instructor can supplement explanations with alternatives that speak to the
different learning styles of students -- visual, auditory, tactile, etc.
etc.
In my previous professional life, I was a technical instructor for software
companies teaching programming, network- and database-administration classes
to IT folks... VERY dry stuff!!! At instructor-skills workshops, we would
often be encouraged to adapt our presentations to teach to all the different
learning styles. It can be done!
Here are some techniques I've used:
- a daily mantra - some catch-phrase or musical 'jingle' (maybe a rhyme or
poem) that encapsulates an over-arching concept. It gets written up on the
board when introduced, and you keep coming back to it as the basis for
explaining other concepts which build upon it. Have students repeat the
mantra whenever questions come up that are related to it.
- get students to 'act out' some concept by role-playing the interaction of
some components. (works as a way to review some difficult concept). Assign
roles like a charades game where participants can act out and maybe speak to
what their particular function is, but audience must guess the name of the
component (make it game!)
- ask students to be the teachers. Facilitate a discussion where students
ask and answer review questions (that you provide) out loud -- offering
explanations in their own words for difficult concepts. As a bonus, the
instructor may pick-up some new phrasing, examples, or alternative take on
how to explain difficult subjects. Or, at minimum, you'll get a better
understanding of where your own explanations failed to stick!
- make sure you have plenty of hands-on exercises (tasks, labs, whatever you
want to call them...) so students can try things out, prove concepts for
themselves, and generally get a break from listening and watching the
instructor dance around! We are all tactile learners to some extent... If
resources are limited, have students pair-up or form teams when doing these
exercises, asking them to take turns explaining to each other what's going
on and what the significance of each step is that they're performing....!
(interactive learning!)
Of course you have to teach to the main senses (visual and auditory) first
by offering concise explanations, drawing diagrams/pictures, going over
examples -- emphasizing WHY something is important or relevant to the
student. Then you interweave and supplement with the alternative. It helps
instructors reinforce concepts, and gives students another vehicle to review
some difficult concept, or at minimum offers a chance to repeat a point
you're trying to make -- but with a twist in the presentation -- so that
students might wake up and still pay attention!
Okay, I'll get off my instructor-skills soapbox now-
Have fun teaching!
Dan
Lee Love on wed 26 jul 06
On 7/26/06, Dan Dermer wrote:
> Of course you have to teach to the main senses (visual and auditory)
Visual artists always fail to recognize the primary senses of the
potter: touch and feeling.
--
Lee in Mashiko, Japan
http://potters.blogspot.com/
"Let the beauty we love be what we do." - Rumi
theresa gilliam on wed 26 jul 06
huh?
;-)
Please refer to Dan Dermer's response to you last post. It was
brilliant and full of wonderful, multisensory examples, so I don't
see a need to "reinvent the wheel" here (pun intended ...Thanks
Dan! ;-). Basically, and Dan illustrates this very well, learning is
NOT a black and/or white process. I'm not suggesting that there's a
better, or best channel for learning. I'm thinking/feeling that we
use all of our available senses simultaneously, and this cements
what we know
All the best!,
Theresa
On Jul 25, 2006, at 4:03 AM, Ivor and Olive Lewis wrote:
> Dear Theresa Gilliam,
>
> Your hypothesis about the nature of learning and preferential
> sensory imput is an interesting one, but one that raises some
> concerns.
>
> If you include all sensory modes, how is efficiency of learning to
> achieve mastery ensured when the nature of the subject has a high
> degree of abstraction or is represented in symbolic form,as in
> mathematics or visual arts. Are those who tend to use non visual,
> non aural modes of reception excluded from enlightenment ?
>
> There is a Colonial British version of "the rule of three".
>
> "If the natives don't understand when you speak to them, shout at
> them. If they still do not understand, shout louder ! ! .
>
> Best regards,
>
> Ivor Lewis.
> Redhill,
> South Australia.
>
> ______________________________________________________________________
> ________
> Send postings to clayart@lsv.ceramics.org
>
> You may look at the archives for the list or change your subscription
> settings from http://www.ceramics.org/clayart/
>
> Moderator of the list is Mel Jacobson who may be reached at
> melpots@pclink.com.
Hank Murrow on wed 26 jul 06
On Jul 26, 2006, at 5:45 PM, Lee Love wrote:
> On 7/26/06, Dan Dermer wrote:
>
>> Of course you have to teach to the main senses (visual and auditory)
>
> Visual artists always fail to recognize the primary senses of the
> potter: touch and feeling.
Dear Lee;
This is why I always teach folks to spiral wedge with their eyes
closed. The learning takes place in minutes instead of days or weeks.
The eyes fool the mind, while touch does not.
Cheers, Hank
www.murrow.biz/hank
Patrick Cross on wed 26 jul 06
And if the natives STILL don't understand...assume that they don't want the
land on which they reside or their resources and take them for yourself...
Patrick Cross (cone10soda)
On 7/25/06, Ivor and Olive Lewis wrote:
>
> Dear Theresa Gilliam,
>
> Your hypothesis about the nature of learning and preferential sensory
> imput is an interesting one, but one that raises some concerns.
>
> If you include all sensory modes, how is efficiency of learning to achieve
> mastery ensured when the nature of the subject has a high degree of
> abstraction or is represented in symbolic form,as in mathematics or visual
> arts. Are those who tend to use non visual, non aural modes of reception
> excluded from enlightenment ?
>
> There is a Colonial British version of "the rule of three".
>
> "If the natives don't understand when you speak to them, shout at them.
> If they still do not understand, shout louder ! ! .
>
> Best regards,
>
> Ivor Lewis.
> Redhill,
> South Australia.
>
>
> ______________________________________________________________________________
> Send postings to clayart@lsv.ceramics.org
>
> You may look at the archives for the list or change your subscription
> settings from http://www.ceramics.org/clayart/
>
> Moderator of the list is Mel Jacobson who may be reached at
> melpots@pclink.com.
>
Marilu subscribe clayart on fri 28 jul 06
Hi, Just wanted to add that children and adults have taught me to pay
attention to where they are in their personal understanding of the material
and then work from that. I find this works so much better then just trying
to give (or shove) information at people in all different forms (visual,
auditory etc.) or trying to have them follow my agenda for learning. I found
a lot of times someone simply doesn't have some basic part understood and is
trying to build learning on a faulty foundation and they don't even know it
is something they misunderstood. A lot of times teaching for me is more
about waking up a passion or interest in learning and letting the students
lead once that is established. It seems when the interest or passion for
learning something is established a natural progression takes place within
the individual and then the teacher (personally I prefer the term
facilitator) can introduce layered ways of presenting material that speak to
the different senses and ways of learning. -Marilu
Marilu subscribe clayart on sat 29 jul 06
Hi Ivor,
When I am not myself interested in something or feeling inadequate it is
motivating for me to realize the importance of the subject to the person
trying to learn it or trying to teach themselves and then I develop an
interest and excitement from that perspective. For me knowing that whatever
someone is trying to learn has the potential to change their lives or
develop their individual potential is exciting and it is amazing to me to
watch people become more of who they are as individuals. It is even more
amazing to see them go into the world using their individual strengths and
contributing from them. But I still think we are more facilitators rather
then teachers in the traditional sense of dispensing information in a
variety of ways. I think each individual is constantly waking up or becoming
more of who they were born to be (if they have an environment that can
support them and sometimes even if they don't) It is interesting you see
everyone as born teachers and as an instintive response. I tend to see us
all as born learners and then from that learning become facilitators for
others. I also see teaching as learning as I am constantly learning from
"students". In a sense they are facilitating me to become more. You asked
"have you ever been placed in a situation where you were called upon to
teach something for which you yourself had no passion or minimal skill, some
subject or task at you which you considered yourself a failure, where you
felt your own weaknesses would be exposed and make you vulnerable ?" Yes,
and that is when I need to switch my thinking and realize it is not about
"me" it is about and for the other person. -From that perspective I find
things flow easier and it starts to lift a block in myself.- Marilu
Ivor and Olive Lewis on sat 29 jul 06
Dear Marilu,=20
I appreciate and applaud your idealistic attitude towards the education =
of others. I am sure you are a successful teacher.
But have you ever been placed in a situation where you were called upon =
to teach something for which you yourself had no passion or minimal =
skill, some subject or task at you which you considered yourself a =
failure, where you felt your own weaknesses would be exposed and make =
you vulnerable ?
By the way, I believe we of the human species are born teachers, that we =
are all "hardwired" to be teachers, that it is a part of our Natural =
History, an instinctive response.
Best regards,
Ivor Lewis.
Redhill,
South Australia.
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